c. The teacher shows one of the students’ writing in the second meeting
and how to make it more effective.
2. Writing Activity 50 minutes
a. The teacher asks the students to correct their writing and make it more
effective. b.
The students begin to correct their writing and try to make it more effective.
c. While the students are writing, the teacher moves among them, gives
assistance and guidance as required.
3. Re-writing Activity 20 minutes
a. Exchanging the students’ work to correct the writing.
b. The teacher asks the students to do their final revision and collects their
work.
2.10 Advantages and Disadvantages of Guiding Questions Technique
2.10.1 Advantages of Guiding QuestionsTechnique
The advantages of guiding questions technique are as follow: a.
It can minimize mistakes by the students when they write. b.
The students will not be confused about what they are going to write because they are guided to write by answering the questions related to the
topic. c.
It allows the students to consider topic when planning their writing.
d. Students do not only learn by themselves but also they can share their
knowledge to their friends during the writing process. e.
It will make their writing flow coherently because they write the paragraph by following the questions.
2.10.2 Disadvantages of Guiding Questions
Technique
The disadvantages of guiding questions technique is it may be difficult to apply the guided writing process in a big group of students. A big group of
students can make the teacher difficult to handle all the students.
2.11 Theoretical Assumption
One factor that obstructs the students from knowing how to write correctly and appropriately is the medium, which is used by the teacher. Guided writing in the
form of guiding questions is medium that can be used to teach recount text. Through guiding questions, the students are helped to avoid serious errors as long
they follow the direction and answer the questions given before writing. By using guiding questions, the students are also helped to focus on the idea they want to
write and to link sentences into coherent ideas in the target language. From the explanation, the researcher assumes that guided writing in the form of
guiding questions can produce good recount text writing as long as the students answer the question well and it also can develop all aspects of recount text
writing; content, organization, vocabulary, language use, and mechanics.
2.12 Hypothesis
Concerning to the theories and assumption above, the researcher formulates the hypothesis as follows:
There is an increase of recount text writing ability of the first year students of SMAN 1 Terbanggi Besar after being taught by using guiding questions
technique.
III. METHOD
In this chapter the researcher explains some information including the design,
data, subject, instrument, data collecting technique, research procedure, scoring criteria, validity and reliability, data analysis, treatment of the data, and hypothesis
testing.
3.1 Design
This research was quantitative in which the researcher tried to find out whether there was increase of recount text writing ability of the first year students of senior
high school taught by using guiding questions technique. In this research, the writer used the one-group pretest-post test design, dealing with one group which
received treatment. The function of pretest given to the group was to find out the studen
ts’ initial ability in writing as the starting point for teacher before doing the treatment. And to see whether the treatment could be applied or not, the writer
saw it from the result of the post test given to the students after treatment. The treatment was given one time which consisted of three meetings with different
activities in each meeting. The criteria whether guiding questions could increase the students’ ability in writing recount text was determined by the differences
between the scores of the pre-test and post-test.
